This article examines the impact of two approaches to teacher professional development in arts integration-a summer institute model and a model combining the summer institute with instructional coaching. In an experimental design, the intervention trained third and fourth grade teachers to integrate visual arts and theater into reading curriculum. Findings suggest the coaching plus institute intervention had a greater impact on teacher confidence, use and frequency of arts integration than the institute-only intervention or the comparison group. Coached teachers reported greater confidence integrating the arts, produced higherquality work samples, taught more reading concepts with arts integration, implemented more arts standards, and used arts integration more frequently than did the institute-only teachers or the control group teachers. Coached teachers reported in greater numbers about the positive impact the professional development had on their teaching practice, including feeling more creative, inspired and finding greater enjoyment in teaching. Coached teachers were more likely than institute-only teachers to correctly use state VAPA standards and to perceive student progress toward those standards. Institute-only teachers demonstrated greater confidence in, and used, arts integration more frequently than did the comparison group. However, they did not reach the same levels as the coached teachers and were more likely to report time constraints and other roadblocks to successful implementation. Teachers in both treatment groups reported high student engagement and better expression of learning by students when using arts integration instructional strategies. This project was funded through the U.S. Department of Education Arts in Education Model Development and Dissemination Program.

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Renaplaced her bar lines very carefully in the march she had composed. My first reaction was to tell her that the bar lines were incorrectly placed, that they divided the piece into unequal numbers of beats. I held myself back, however, and decided instead to try to find out what Rena was thinking-why she placed the bar lines so carefully and what their significance was to her.Jon played a certain duet in 6 time perfectly. When I asked him to play another piece in 6, however, he was baffled by certain measures and said he could only count in two.Rachel was convinced that she learned various things by playing duets that she otherwise would not have learned. What were those things, I wondered?Wondering about my students' thoughts and ideas forms the basis of the way I teach and the choices I make when I am teaching. As teachers, we are constantly faced with making choices-this piece for this student, that scale for that student, and so on. We are also in the unique position of observing the evolution of our students' knowledge-knowledge being constructed, restructured, questioned, and experienced. While many teachers, administrators, and educational researchers debate critical issues concerning the processes of teaching and learning, most would concur that "learning is a personal matter and varies for different children, proceeds best when children are actively engaged in their own learning, and is enhanced by a supportive atmosphere."' Engaging the learners, incorporating their voices into the classroom, studio, and curriculum, and developing a supportive atmosphere are the focuses of this article.

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